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The school services sourcebook

Author: Cynthia Franklin; Mary Beth Harris; Paula Allen-Meares
Publisher: Oxford ; New York : Oxford University Press, ©2013.
Edition/Format:   Print book : English : 2nd edView all editions and formats
Summary:
This is a new edition of the only resource of its kind. The School Services Sourcebook covers every aspect of school service delivery, arming practitioners with the nuts and bolts of evidence-based practice. Each chapter serves as a detailed intervention map, quickly summarizing the problem area before presenting step-by-step instructions on how to implement an evidence-based program with clear goals in mind and  Read more...
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Genre/Form: Handbooks and manuals
Handbooks, manuals, etc
Document Type: Book
All Authors / Contributors: Cynthia Franklin; Mary Beth Harris; Paula Allen-Meares
ISBN: 9780199861750 0199861757
OCLC Number: 794227954
Notes: "A guide for school-based professionals"--Cover.
Description: xix, 987 pages : illustrations ; 26 cm
Contents: pt. I. Resources for improving student support services. Section I. Methods and frameworks for improving school services. Implementing evidence-based practices within a response to intervention framework / Michael S. Kelly --
Effective methods for improving school climate / Beth Gerlach, Laura M. Hopson --
Functional behavioral assessment in a three-tiered prevention model / Kevin J. Filter, Michelle E. Alvarez, Kimberly A. Zammitt --
Ethical decision making in school mental health / James C. Raines, Nic T. Dibble. pt. II. Resources for helping students with diagnosed mental health, developmental, and physical disorders. Section II. Effective services for students with mental health diagnoses. Psychopharmacological treatment for child and adolescent mental disorders / Kia J. Bentley, Kathryn S. Collins --
Effective interventions for students with conduct disorder / David W. Springer, Courtney J. Lynch, Katherine L. Montgomery --
Effective interventions for youth with oppositional defiant disorder / Tammy Linseisen --
Effective interventions for students with separation anxiety disorder / Hayley Sacks, Jonathan S. Comer, Donna B. Pincus, Marilyn Camacho, Lisa Hunter-Romanelli --
Effective interventions for students with obsessive-compulsive disorder / Jonathan S. Comer, Meghan Tomb, Lisa Hunter-Romanelli --
Effective interventions for adolescents with depression / Jacqueline Corcoran, Jane Hanvey-Phillips --
Collaborative strengths-based brief therapy with self-harming students / Matthew D. Selekman --
Positive behavior supports for children with major mental illness: working with teachers and parents / Chris Ahlman --
Effective interventions for students with eating disorders / Theresa J. Early, Hilary Drew --
Section III. Effective interventions for students with neurodevelopmental, learning, and physical disorders. Effective interventions for students with ADHD / Martell Teasley --
Effective interventions for students with autism and Asperger's syndrome / Michelle S. Ballan, Lauren Z. Powledge, Karen F. Hoban --
Working with students with intellectual disabilities who exhibit severe challenging behavior / Mark O'Reilly, Vanessa A. Green, Jeff Sigafoos, Giulio Lancioni, Russell Lang, Christina Fragale, Farah El Zein, Helen Cannella, Chaturi Edrisinha --
Improving the self-esteem and social skills of students with learning disabilities / James C. Raines --
Effective classroom interventions for students with physical disabilities / Anna G. Escamilla --
Suicide and suicidal ideation among individuals diagnosed with an autism spectrum disorder / Oren Shtayermman. pt. III. Resources for students with substance abuse, health, and interpersonal and social problems. Section IV. Effective ways to help students with substance abuse, STDs, and obesity. Substance abuse at elementary age: effective interventions / Lori K. Holleran Steiker, Soyon Jung, Kristy Gillispie --
Screening substance use/abuse of middle and high school students / Lori K. Holleran Steiker, Soyon Jung, Kristy Gillispie --
Best practices for prevention of STDs and HIV in schools / Laura M. Hopson --
Effective management of obesity for school children / Reshma B. Naidoo --
Section V. Effective approaches for students experiencing abuse, foster care, and juvenile justice issues. Identifying child abuse or neglect strategies in a school setting / Ernst O. VanBergeijk --
Helping students who have been physically or sexually abused: strategies and interventions / Kathleen Coulborn Faller --
Helping children in foster care and other residential placements succeed in school / Dorian E. Traube, Mary M. McKay --
Connecting school-based practices and juvenile justice / Katherine L. Montgomery, Karen S. Knox, Albert R. Roberts --
Section VI. Improving school engagement, attendance, and dropout prevention. Effective approaches to increase student engagement / Jade Wexler, Nicole Pyle --
Increasing school attendance: effective strategies and interventions / Johnny S. Kim, Calvin L. Streeter --
Guides for designing and establishing alternative school programs or dropout prevention / Cynthia Franklin, Laura Hopson, David R. Dupper --
Solution-focused, brief therapy interventions for students at risk to drop out / Cynthia Franklin, Johnny S. Kim, Stephen J. Tripodi --
Primary prevention of pregnancy: effective school-based programs / Mary Beth Harris --
Best school-based practices with adolescent parents / Mary Beth Harris --
Section VII. Effective approaches for violence, bullying and conflict resolution, sexual assault, and gangs. Evidence-based violence prevention programs and best implementation practices / Roxana Marachi, Ron Avi Astor, Rami Benbenishty --
Bullying: best practices for prevention and intervention in schools / Esther Howe, Jessica Wright Marini, Elayne Haymes, Tanya Tenor --
Effective peer conflict resolution / Debra J. Woody --
Improving classroom conflict management through positive behavior interventions and supports / Aaron M. Thompson --
Acquaintance sexual assault and sexual harassment: treatment and prevention among teens / Erin A. Casey, Paula S. Nurius --
Effective interventions with dating violence and domestic violence / Beverly M. Black, Arlene N. Weisz --
Effective intervention with gangs and gang members / Timothea M. Elizalde, Gilbert A. Ramirez. pt. IV. Crisis intervention, group work, and parental and family resources. Section VIII. Effective crisis intervention methods. School-based, adolescent suicidality: lethality assessments and crisis intervention protocols / Albert R. Roberts, Karen S. Knox, Miki Tesh --
Developing school-wide and district-wide crisis prevention/intervention protocols or natural disasters / Karen S. Knox, Tara Powell, Albert R. Roberts --
Immediate school-based intervention following violent crises / Shane R. Jimerson, Stephen E. Brock, Jacqueline A. Brown --
Best practice grief work with students in the schools / Linda Goldman --
Section IX. Improving group work and training resources. Designing and facilitating support groups and therapy groups with adolescents: importance of the topic for schools / Charles D. Garvin --
Designing and facilitating groups with children / Craig Winston LeCroy --
Design and utility of social skills groups in schools / Pam Franzwa, Louisa Triandis, Gena Truitt, David Dupper --
Conducting in-service training and continuing education for staff and teachers / Brenda Coble Lindsey, Margaret White, Wynne S. Korr --
Section X. Enhancing parental involvement and family resources. Effective strategies for involving parents in schools / Hilary Bunting, Hilary Drew, Amber Lasseigne, Dawn Anderson-Butcher --
What parents and teachers should know: effective treatments for youth with ADHD / Steven W. Evans, Julie S. Owens, Carey E. Reinicke, Ruth C. Brown, Allen B. Grove --
Effective intervening with students from single-parent families and their parents / Mo Yee Lee, Cathy Grover Ely --
Working with families from religious fundamentalist backgrounds / Jennifer D. Yates, Allen Hugh Cole, Jr. --
Intervening with students and families who frequently relocate or are homelsss / Sanna J. Thompson, Tiffany N. Ryan, Jihye Kim --
Children and youth impacted by military service: a school-based resilience building and behavioral health perspective / Eugenia L. Weiss, Jose E. Coll --
Effectively working with Latino immigrant families in the schools / Eden Hernandez Robles, Alan J. Dettlaff, Rowena Fong --
Home visiting: essential guidelines for home visits and engaging with families / Barbara Hanna Wasik, Sheena Berry, Adrienne Villagomez, Gary L. Shaffer, Priya Mudholkar. pt. V. Improving multicultural and community relationships, school accountability, and resource development. Section XI. Resources for multicultural groups and diverse relationships in the school. Working with culturally/racially diverse students to improve connection to school and academic performance / Daphna Oyserman --
Mental health interventions with Latino students in multicultural school environments: a framework for assessing biases and developing cultural competence / Katina M. Lambros, Concepcion Barrio --
Engaging with culturally and racially diverse families / Jenell S. Clarke, Isok Kim, Michael S. Spencer --
Working with first nations students and families / Dorie J. Gilbert, Gail H. Sims --
Multiple Hispanic cultures: considerations for working with students and families / Jorge Delva, Laurie M. Carpenter, Cristina B. Bares --
Working collaboratively with African American students, their families, cultural networks, and school environments / Edith M. Freeman --
Working with lesbian, gay, bisexual, transgender, queer, and questioning students / Diane E. Elze --
Section XII. Resources for linking the school and community. Mapping a school's resources to improve their use in preventing and ameliorating problems / Howard S. Adelman, Linda Taylor --
Writing a contract with a community agency for a school-based service / Michelle Alvarez, Lynn Bye --
Best practices for designing and developing school-based health centers / Julia Graham Lear --
Transition planning for students with autism and other intellectual disabilities / Paul K. Cavanagh, Ernest O. VanBergeijk --
Section XIII. Accountability and resource development. Using data to communicate with school stakeholders / Natasha K. Bowen --
Constructing data management systems for tracking accountability / Melissa Jonson-Reid --
Using the school success profile to assess outcomes / Gary L. Bowen, Danielle C. Swick --
How to write a successful grant and obtain business and foundation support / Allan R. Chavkin, Nancy Feyl Chavkin --
Understanding the current environment of public school funding: how student support services are funded / Jeffrey M. Poirier, David Osher --
Where do we go from here? Mental health workers and the implementation of an evidence-based practice / Paula Allen-Meares.
Responsibility: editors, Cynthia Franklin, Mary Beth Harris, Paula Allen-Meares.

Abstract:

A state-of-the-art revision of the sourcebook that is a must-have for all school-based social workers, counselors, and mental health professionals.  Read more...

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III. Resources for students with substance abuse, health, and interpersonal and social problems. Section IV. Effective ways to help students with substance abuse, STDs, and obesity. Substance abuse at elementary age: effective interventions \/ Lori K. Holleran Steiker, Soyon Jung, Kristy Gillispie -- Screening substance use\/abuse of middle and high school students \/ Lori K. Holleran Steiker, Soyon Jung, Kristy Gillispie -- Best practices for prevention of STDs and HIV in schools \/ Laura M. Hopson -- Effective management of obesity for school children \/ Reshma B. Naidoo -- Section V. Effective approaches for students experiencing abuse, foster care, and juvenile justice issues. Identifying child abuse or neglect strategies in a school setting \/ Ernst O. VanBergeijk -- Helping students who have been physically or sexually abused: strategies and interventions \/ Kathleen Coulborn Faller -- Helping children in foster care and other residential placements succeed in school \/ Dorian E. Traube, Mary M. McKay -- Connecting school-based practices and juvenile justice \/ Katherine L. Montgomery, Karen S. Knox, Albert R. Roberts -- Section VI. Improving school engagement, attendance, and dropout prevention. Effective approaches to increase student engagement \/ Jade Wexler, Nicole Pyle -- Increasing school attendance: effective strategies and interventions \/ Johnny S. Kim, Calvin L. Streeter -- Guides for designing and establishing alternative school programs or dropout prevention \/ Cynthia Franklin, Laura Hopson, David R. Dupper -- Solution-focused, brief therapy interventions for students at risk to drop out \/ Cynthia Franklin, Johnny S. Kim, Stephen J. Tripodi -- Primary prevention of pregnancy: effective school-based programs \/ Mary Beth Harris -- Best school-based practices with adolescent parents \/ Mary Beth Harris -- Section VII. Effective approaches for violence, bullying and conflict resolution, sexual assault, and gangs. Evidence-based violence prevention programs and best implementation practices \/ Roxana Marachi, Ron Avi Astor, Rami Benbenishty -- Bullying: best practices for prevention and intervention in schools \/ Esther Howe, Jessica Wright Marini, Elayne Haymes, Tanya Tenor -- Effective peer conflict resolution \/ Debra J. Woody -- Improving classroom conflict management through positive behavior interventions and supports \/ Aaron M. Thompson -- Acquaintance sexual assault and sexual harassment: treatment and prevention among teens \/ Erin A. Casey, Paula S. Nurius -- Effective interventions with dating violence and domestic violence \/ Beverly M. Black, Arlene N. Weisz -- Effective intervention with gangs and gang members \/ Timothea M. Elizalde, Gilbert A. Ramirez.<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\nschema:description<\/a> \"pt. II. Resources for helping students with diagnosed mental health, developmental, and physical disorders. Section II. Effective services for students with mental health diagnoses. Psychopharmacological treatment for child and adolescent mental disorders \/ Kia J. Bentley, Kathryn S. Collins -- Effective interventions for students with conduct disorder \/ David W. Springer, Courtney J. Lynch, Katherine L. Montgomery -- Effective interventions for youth with oppositional defiant disorder \/ Tammy Linseisen -- Effective interventions for students with separation anxiety disorder \/ Hayley Sacks, Jonathan S. Comer, Donna B. Pincus, Marilyn Camacho, Lisa Hunter-Romanelli -- Effective interventions for students with obsessive-compulsive disorder \/ Jonathan S. Comer, Meghan Tomb, Lisa Hunter-Romanelli -- Effective interventions for adolescents with depression \/ Jacqueline Corcoran, Jane Hanvey-Phillips -- Collaborative strengths-based brief therapy with self-harming students \/ Matthew D. Selekman -- Positive behavior supports for children with major mental illness: working with teachers and parents \/ Chris Ahlman -- Effective interventions for students with eating disorders \/ Theresa J. Early, Hilary Drew -- Section III. Effective interventions for students with neurodevelopmental, learning, and physical disorders. Effective interventions for students with ADHD \/ Martell Teasley -- Effective interventions for students with autism and Asperger\'s syndrome \/ Michelle S. Ballan, Lauren Z. Powledge, Karen F. Hoban -- Working with students with intellectual disabilities who exhibit severe challenging behavior \/ Mark O\'Reilly, Vanessa A. Green, Jeff Sigafoos, Giulio Lancioni, Russell Lang, Christina Fragale, Farah El Zein, Helen Cannella, Chaturi Edrisinha -- Improving the self-esteem and social skills of students with learning disabilities \/ James C. Raines -- Effective classroom interventions for students with physical disabilities \/ Anna G. Escamilla -- Suicide and suicidal ideation among individuals diagnosed with an autism spectrum disorder \/ Oren Shtayermman.<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\nschema:description<\/a> \"pt. I. Resources for improving student support services. Section I. Methods and frameworks for improving school services. Implementing evidence-based practices within a response to intervention framework \/ Michael S. Kelly -- Effective methods for improving school climate \/ Beth Gerlach, Laura M. Hopson -- Functional behavioral assessment in a three-tiered prevention model \/ Kevin J. Filter, Michelle E. Alvarez, Kimberly A. 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Carpenter, Cristina B. Bares -- Working collaboratively with African American students, their families, cultural networks, and school environments \/ Edith M. Freeman -- Working with lesbian, gay, bisexual, transgender, queer, and questioning students \/ Diane E. Elze -- Section XII. Resources for linking the school and community. Mapping a school\'s resources to improve their use in preventing and ameliorating problems \/ Howard S. Adelman, Linda Taylor -- Writing a contract with a community agency for a school-based service \/ Michelle Alvarez, Lynn Bye -- Best practices for designing and developing school-based health centers \/ Julia Graham Lear -- Transition planning for students with autism and other intellectual disabilities \/ Paul K. Cavanagh, Ernest O. VanBergeijk -- Section XIII. Accountability and resource development. Using data to communicate with school stakeholders \/ Natasha K. 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<http:\/\/experiment.worldcat.org\/entity\/work\/data\/1051755534#Topic\/school_health_services<\/a>> # School Health Services<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"School Health Services<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/id.loc.gov\/authorities\/subjects\/sh2010112058<\/a>> # School children--Mental health services<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"School children--Mental health services<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/id.loc.gov\/authorities\/subjects\/sh85118405<\/a>> # School social work<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"School social work<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/id.loc.gov\/vocabulary\/countries\/enk<\/a>>\u00A0\u00A0\u00A0\u00A0a \nschema:Place<\/a> ;\u00A0\u00A0\u00A0\ndcterms:identifier<\/a> \"enk<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/id.worldcat.org\/fast\/1107201<\/a>> # School children--Mental health services<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"School children--Mental health services<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/id.worldcat.org\/fast\/1107783<\/a>> # School social work<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Intangible<\/a> ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"School social work<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/viaf.org\/viaf\/11278641<\/a>> # Paula Allen-Meares<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:birthDate<\/a> \"1948<\/span>\" ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Allen-Meares<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Paula<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Paula Allen-Meares<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/viaf.org\/viaf\/279052820<\/a>> # Mary Beth Harris<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Harris<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Mary Beth<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Mary Beth Harris<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/viaf.org\/viaf\/55833001<\/a>> # Cynthia Franklin<\/span>\n\u00A0\u00A0\u00A0\u00A0a \nschema:Person<\/a> ;\u00A0\u00A0\u00A0\nschema:familyName<\/a> \"Franklin<\/span>\" ;\u00A0\u00A0\u00A0\nschema:givenName<\/a> \"Cynthia<\/span>\" ;\u00A0\u00A0\u00A0\nschema:name<\/a> \"Cynthia Franklin<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/worldcat.org\/isbn\/9780199861750<\/a>>\u00A0\u00A0\u00A0\u00A0a \nschema:ProductModel<\/a> ;\u00A0\u00A0\u00A0\nschema:isbn<\/a> \"0199861757<\/span>\" ;\u00A0\u00A0\u00A0\nschema:isbn<\/a> \"9780199861750<\/span>\" ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/www.worldcat.org\/title\/-\/oclc\/794227954<\/a>>\u00A0\u00A0\u00A0\u00A0a \ngenont:InformationResource<\/a>, genont:ContentTypeGenericResource<\/a> ;\u00A0\u00A0\u00A0\nschema:about<\/a> <http:\/\/www.worldcat.org\/oclc\/794227954<\/a>> ; # The school services sourcebook<\/span>\n\u00A0\u00A0\u00A0\nschema:dateModified<\/a> \"2019-12-06<\/span>\" ;\u00A0\u00A0\u00A0\nvoid:inDataset<\/a> <http:\/\/purl.oclc.org\/dataset\/WorldCat<\/a>> ;\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n
<http:\/\/www.worldcat.org\/title\/-\/oclc\/794227954#PublicationEvent\/oxford_new_york_oxford_university_press_2013<\/a>>\u00A0\u00A0\u00A0\u00A0a \nschema:PublicationEvent<\/a> ;\u00A0\u00A0\u00A0\nschema:location<\/a> <http:\/\/dbpedia.org\/resource\/New_York_City<\/a>> ; # New York<\/span>\n\u00A0\u00A0\u00A0\nschema:location<\/a> <http:\/\/experiment.worldcat.org\/entity\/work\/data\/1051755534#Place\/oxford<\/a>> ; # Oxford<\/span>\n\u00A0\u00A0\u00A0\nschema:organizer<\/a> <http:\/\/experiment.worldcat.org\/entity\/work\/data\/1051755534#Agent\/oxford_university_press<\/a>> ; # Oxford University Press<\/span>\n\u00A0\u00A0\u00A0\u00A0.\n\n\n<\/div>\n\n

Content-negotiable representations<\/p>\n